THE EFFECT OF CLIL PROVISION ON DEVELOPMENT OF RECEPTIVE SKILLS AMONG LOWER SECONDARY SCHOOL STUDENTS AND THEIR USE OF METACOGNITIVE STRATEGIES

Marzena Foltyn

Abstract


This research paper intends to examine the issue of CLIL's metacognitive dimension and its probable positive influence on receptive language skills among 51 teenagers in Polish lower secondary school in Bielsko-Biala. Peculiarly, it attempted at addressing the question whether there is a significant difference in receptive skills absorption and ones' use of metacognitive strategies between the two following experimental conditions, (CLIL-based approach applied in English classrom), compared to control condition (traditional EFL exposure to English). In order to investigate that, quasi-experimental design was applied. Having collected the data through administration of reading and listening pre-tests and post-tests and questionnaires, I was able to draw a conclusion that the experimental group (CLIL students) outperformed their non-CLIL peers and was more aware of metacognitive receptive strategies. It must be admitted that CLIL-based lesson has superiority over traditional approach in terms of raising students' awareness of their own learning and general receptive performance. Nevertheless, carrying out the experiment and analyzing the data from the statistical point of view also demonstrated that the progress made by the EFL group appeared to have been more recognizable.

 

Article visualizations:

Hit counter

DOI

Keywords


CLIL, content and language integrated learning, metacognitive strategies, receptive skills

Full Text:

PDF

References


Coonan, C. M. Insider Views of The CLIL Class Through Teacher: Self-observation-introspection. Internal Journal of Bilingual Education and Bilingualism, P.10.

Costa, F. CLIL (Content and Language Integrated Learning) through English in Italian Higher Education. Milano, LED, 2016.

Dalton-Puffer, Ch. (2007) Discourse in Content and Language Integrated Learning (CLIL) Classrooms. John Benjamins Publishing Company, 2007. P. 1; 283.

Genesee, F. Integrating Language and Content: Lessons From Immersion. Santa Cruz, National Center for Research on Cultural Diversity and Second Language Learning

Krashen, S. Second Language Acquisition: Theory, Applications, and Some Conjectures, Mexico: Cambridge University Press, 2013.

Llineares, A., Morton, T., Applied Linguistics Perspectives on CLIL. Amsterdam/Philadelphia, John Benjamins Publishing Company, 2017.

Mehisto, P., Marsh, D. and Frigols, M. Uncovering CLIL: Content and Language Integrated Learning in Bilingual and Multilingual Education, Oxford: Macmillan, 2008.

Mokhtari, K., Reichard, C. A. Assessing Students' Metacognitive Awareness of Reading. Oklahoma State University, Journal of Educational Psychology, 2002.

Papaja, K. Focus on CLIL: A Qualitative Evaluation of Content and Language Integrated Learning (CLIL) in Polish Secondary Education. Cambridge Scholars Publishing, 2014. P. 1.

Pladevall-Ballester, E. and Vallbona, A. (2016). “CLIL in minimal input contexts: A longitudinal study of primary school learners’ receptive skills”, in System, 58

Sajda, L. Content and Language Integrated Learning - CLIL. Auflage: GRIN Verlag, 2008.

Szcześniak, K., Łyda, A. Second Language and Teaching, Awareness in Action, The role of Consciousness in Language Acquisition. Switzerland, Springer International Publishing, 2014.

Wilhelmer, N. Content and Language Integrated Learning (CLIL). Teaching Mathematics in English. Saarbrücken, VDM Verlag, 2008.


Refbacks

  • There are currently no refbacks.


Copyright © 2015. European Journal of Foreign Language Teaching (ISSN 2537-1754) is a registered trademark of Open Access Publishing GroupAll rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).